VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES _——* HH # pO THI LAN HUONG USING ENGLISH READING TEXTS AS INPUT FOR SPEAKING TASKS AT PHUC YEN COLLEGE OF INDUSTRY SỬ DỤNG BÀI DOC TIENG ANLL LAM NGUON NGU LLEU CLO CAC HOAT BONG NOI TAI TRUONG CAO DANG CONG NGHIEP PHUC YEN MINOR PROGRAM THESIS Field: English methodology Code: G01410 HANOI, 2012 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES _——* HH # ĐỖ THỊ LAN HƯƠNG USING ENGLISH READING TEXTS AS INPUT FOR SPEAKING TASKS AT PHUC YEN COLLEGE OF INDUSTRY SU DUNG BAI DOC TIENG ANI. LAM NGUON NGU LIEU CIIG CAC HOAT BONG NOT TẠI TRƯỜNG CAO ĐĂNG CÔNG NGHIỆP PHÚC VÊN MINOR PROGRAM THESIS Wield: English methodology Code: 601410 Supervisor: MA. Pham Minh Hien HANOI, 2012 TABLE OF CONTENTS Page Declaration. i Acknowledgements ii Abstract.
iti Table of contenS. ke ke ke wee v List of tables ix PART ONE: INTRODUCTION 1 1. Rationale of the study. Focus of the study.
TH se TH se TH se 2 1,3. Purposes of the study. TH se TH se TH se 2 1. TH se TH se TH se - 1,5.
8cope of the studiy. TH se TH se TH se - 1. Methods of the study. Hee Hee Hee " 4 1.7 Design of the study.
¬ ¬ ¬ se 4 PART TWO: DEVELOPMENT. Hee Hee " 6 CHAPTER 1: LITERATURE REVIEW. ke ke wee 6 1. Theory of input.
Definitions of mput 6 1. The inpul hypothesis af Krashen’s theory 6 1. Reading toxts as comprehensible input 8 2. Definition of Communicative Language Teaching 9 activities conducted by teachers while others rather remain silent as they are in fear of making mistakes and do not know what and how to speak in speaking lessons.
Obviously, onc of the biggest. challenges to the teacher is to find effective ways to improve their students’ communicative skills. ‘This paper addresses this issue by using Knelish reading texts as a means to provide comprehensible input in learning speaking skills because reading texts are a valuable source providing information, grammar structure, vocabulary, ete for sludouts in developing their English competence. While a considerable amount of research has been conducted to investigate the effectiveness of using reading texts lo develop students’ reading skills, Fille has been particularly done on ils cffectivencss in improving students’ speaking skills.
For these reasons, the author decided to conduct a study on “Using English reading texts as input for speaking tasks at Phuc Yen College of Industry”. ‘This study primarily examines the studonts’ difficulties in their learning speaking skills. Jt then investigates the effectiveness of Hnglish reading texts used as input for speaking tasks. The author does hope that this study will be of help for those who want lo find ellective ways of teaching and learning speaking skills 1.
Facus of the study The study focuses on effects of using English reading texts as input for speaking tasks to carry out communicative classroom tasks in the lessons of speaking skills employed by English teachers to enhance the effeot of using it a3 a means lo provide comprchonsible inpul in teaching and learmang speaking skills 1. Purposes of the study The purpose of the study is to improve English spoaking skills (or [irst-yaar non-Hnglish majors at Phuc Yeu College of Industry, It has three purposes as follows: - Toidentify students’ difficulties in their English speaking skills ~_ To oxploit English reading texts used as input for speaking tasks in speaking lessons to improve their speaking skills - ‘To justify the effectiveness of using Linglish reading texts as input for speaking tasks in teaching speaking skills to first-year non-English majors 1.4, Research questions Regarding the importance of speaking teaching, purposes of the research, this study is accomplished to find the answer lo the question “Haw effechvely are English reading texts used as input for speaking tasks exploited to improve first- year non-English majors’ speaking skills at Phuc Yen College of Industry?” Specifically, the study addressed the following three rescarch questions: - What arc the students’ difficulties in English speaking? - Are English reading texts used as input for speaking tasks effective in teaching non-Linglish majors’ speaking, skills? - lf yes, how effective is it? 1. Scope of the study ‘The study conventrates on improving first-year non-Hnglish majors at Phuc Yen College of Industry by using English reading texts as input for speaking tasks Within ils scope, the research was only aimed al justifying the effectiveness of using English reading texts as input in teaching English speaking skills to first-year non-English majors. (nly accuracy of speaking skills will be considered in order to evaluate students” umprovement aftor using English reading texts.
Methods of the study This stuly is conducted as an achon rescarch because 1L is aimed. al improving first-year non-English majors’ speaking skills. In order to get data, a combination of different instruments, namely class observation, questionnaire and audio-recording is used) The combination of differen mstrumeuts used in Unis Appendix 4 VI iv PART ONE: INTRODUCTION 1. Rationale of the sLudy Nowadays, English has been considered as an intemational language that is used in every field of life.
As a result, Linglish is the foreign language that is most widely used and taught in all over the world as well as in Vietnam. However, how lo teach the Iangunge elTeetively 1o enable students lo use iL suecessfully in communication is really a big question faced by all English teachers ‘The ability of students communicate naturally in English is one of the long, lerm goals that language leachers would like to achieve in class. According lo Bygatc (1987), the problom m teaching a foreign language or a second language is to prepare the students to use the language. In mastering Linglish, the students should be able to know and apply four language skills such as listening, reading, speaking, and writing, because they would make someone become perfect in using language.
Indeed, it is a demanding task for language teachers to provide sufficient inputs for students to be competent speakers of English Speaking is one of the language skills that should be mastered by language leamers. With speaking, the students can make a good communication to the others. For most people, mastering the art of speaking is the most important aspecl of learning a second or foreign language. A successful language leamer is measured by their ability in carrying out conversation in daily life, therefore, speaking is a main part of language.
The fluent speaking will be a positive impact for all people in studying language. Hence, in teaching and learning of language, speaking should be the first purpose in developing language in all levels of education As a teacher of Phuc Yen College of Industry, through self-observation and my own five-year teaching experienee, the author sees thal. during speaking lessons, classroom interaction is restricted. Usually, students feel insecure about their level of English and they face problems communicating as well as expressing themselves in the target language.
As a rosult, few students in the class get involved in the LIST OF TABLES Page Table 1 Students’ background of learning English khi Table2 Students’ time of leaning Unglish 8 Table 3 Students’ reasons for learning Linglish 29 ‘Table 4 Students’ attitude towards speaking skills 29 ‘Table § ‘Time for learning speaking at school 30 Table 6 Materials used for leaming speaking 3T Table7 Students’ difficulties in leaning speaking 3T Table 8 Students’ desire from speaking lessons 33 Table9 Students’ responses to question | (Questionnaire No.2) 33 Table 10 Studenis’ responses to question 2 (Questionaire No.2) 34 Table 11 Studnis’ responses to questions 3, 4 (Questionaire No.2) 35 Table 12 Resulis (rom pre-test 36 Table 13 Resulls (rom post-test 37 Vv Appendix 4 VI iv activities conducted by teachers while others rather remain silent as they are in fear of making mistakes and do not know what and how to speak in speaking lessons. Obviously, onc of the biggest. challenges to the teacher is to find effective ways to improve their students’ communicative skills. ‘This paper addresses this issue by using Knelish reading texts as a means to provide comprehensible input in learning speaking skills because reading texts are a valuable source providing information, grammar structure, vocabulary, ete for sludouts in developing their English competence.
While a considerable amount of research has been conducted to investigate the effectiveness of using reading texts lo develop students’ reading skills, Fille has been particularly done on ils cffectivencss in improving students’ speaking skills. For these reasons, the author decided to conduct a study on “Using English reading texts as input for speaking tasks at Phuc Yen College of Industry”. ‘This study primarily examines the studonts’ difficulties in their learning speaking skills. Jt then investigates the effectiveness of Hnglish reading texts used as input for speaking tasks.
The author does hope that this study will be of help for those who want lo find ellective ways of teaching and learning speaking skills 1. Facus of the study The study focuses on effects of using English reading texts as input for speaking tasks to carry out communicative classroom tasks in the lessons of speaking skills employed by English teachers to enhance the effeot of using it a3 a means lo provide comprchonsible inpul in teaching and learmang speaking skills 1. Purposes of the study The purpose of the study is to improve English spoaking skills (or [irst-yaar non-Hnglish majors at Phuc Yeu College of Industry, It has three purposes as follows: - Toidentify students’ difficulties in their English speaking skills LIST OF TABLES Page Table 1 Students’ background of learning English khi Table2 Students’ time of leaning Unglish 8 Table 3 Students’ reasons for learning Linglish 29 ‘Table 4 Students’ attitude towards speaking skills 29 ‘Table § ‘Time for learning speaking at school 30 Table 6 Materials used for leaming speaking 3T Table7 Students’ difficulties in leaning speaking 3T Table 8 Students’ desire from speaking lessons 33 Table9 Students’ responses to question | (Questionnaire No.2) 33 Table 10 Studenis’ responses to question 2 (Questionaire No.2) 34 Table 11 Studnis’ responses to questions 3, 4 (Questionaire No.2) 35 Table 12 Resulis (rom pre-test 36 Table 13 Resulls (rom post-test 37 Vv 2. Wbat is speaking'.
Characterislies of speaking 3. Functions of speaking, 3. The nature of teaching speaking CHAPTER TWO: DEVELOPMENT OF THE STUDY. The overview of teaching and learning situations at Phuc Yen College of Indusfry.
ii sen sen 2.1, An overview of Phue Yen College of Industry. Teachers and teaching methods. Course books and teaching materials for teaching spcaking skills. Methodology of the study.
Rationale for the use of action research. Descriplion of subjects and partictpants tn the study 2. The instruments for carrying oul the slady io 2. The research questions io 2.
The methods for the data collection, io 2. The methods for processing and analyzing the data CHAPTER THREE: DATA COLLECTION AND DISCUSSION 3. Findings from the teacher’s classroom observation. Findings from the questionnaires 2.
Wbat is speaking'. Characterislies of speaking 3. Functions of speaking, 3. The nature of teaching speaking CHAPTER TWO: DEVELOPMENT OF THE STUDY.
The overview of teaching and learning situations at Phuc Yen College of Indusfry. ii sen sen 2.1, An overview of Phue Yen College of Industry. Teachers and teaching methods. Course books and teaching materials for teaching spcaking skills.
Methodology of the study. Rationale for the use of action research. Descriplion of subjects and partictpants tn the study 2. The instruments for carrying oul the slady io 2.
The research questions io 2. The methods for the data collection, io 2. The methods for processing and analyzing the data CHAPTER THREE: DATA COLLECTION AND DISCUSSION 3. Findings from the teacher’s classroom observation.
Findings from the questionnaires 3. Students’ backpround of leaming English 3.2, Students’ reasons for leaming English. Students’ altitude Lowards learning English speaking skills 3.
